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Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
A graphic organizer, also known as a knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram, is a pedagogical tool that uses visual symbols to express knowledge and concepts through relationships between them. [1]
Dunlap and Grabinger say that for higher education students to be lifelong learners, they must develop a capacity for self-direction, metacognition awareness, and a disposition toward learning. [3] The Delors Report [21] proposed an integrated vision of education based on two key paradigms: lifelong learning and the four pillars of learning.
The information can be retrieved when necessary using the central executive. The central executive can be understood as the conscious mind. The central executive can pull information from the long-term memory back to the working memory for its use. As a computer processes information, this is how it is thought our minds are processing information.
Valuing: The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired. Organizing: The student can put together different values, information, and ideas and accommodate them within their own schema. The student is comparing, relating, and elaborating ...
Dialogue in an ITS can be used to ask specific questions to help guide students and elicit information while allowing students to construct their own knowledge. [107] The development of more sophisticated dialogue within an ITS has been a focus in some current research partially to address the limitations and create a more constructivist ...